Junior C ycle 2018 Coimisiún na Scrúduithe Stáit State Examinations Commission Marking Scheme English Higher Level - Studyclix
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Coimisiún na Scrúduithe Stáit
State Examinations Commission
Junior Cycle 2018
Marking Scheme
English
Higher LevelNote to teachers and students on the use of published marking schemes Marking schemes published by the State Examinations Commission are not intended to be standalone documents. They are an essential resource for examiners who receive training in the correct interpretation and application of the scheme. This training involves, among other things, marking samples of student work and discussing the marks awarded, so as to clarify the correct application of the scheme. The work of examiners is subsequently monitored by Advising Examiners to ensure consistent and accurate application of the marking scheme. This process is overseen by the Chief Examiner, usually assisted by a Chief Advising Examiner. The Chief Examiner is the final authority regarding whether or not the marking scheme has been correctly applied to any piece of candidate work. Marking schemes are working documents. While a draft marking scheme is prepared in advance of the examination, the scheme is not finalised until examiners have applied it to candidates’ work and the feedback from all examiners has been collated and considered in light of the full range of responses of candidates, the overall level of difficulty of the examination and the need to maintain consistency in standards from year to year. This published document contains the finalised scheme, as it was applied to all candidates’ work. In the case of marking schemes that include model solutions or answers, it should be noted that these are not intended to be exhaustive. Variations and alternatives may also be acceptable. Examiners must consider all answers on their merits, and will have consulted with their Advising Examiners when in doubt. Future Marking Schemes Assumptions about future marking schemes on the basis of past schemes should be avoided. While the underlying assessment principles remain the same, the details of the marking of a particular type of question may change in the context of the contribution of that question to the overall examination in a given year. The Chief Examiner in any given year has the responsibility to determine how best to ensure the fair and accurate assessment of candidates’ work and to ensure consistency in the standard of the assessment from year to year. Accordingly, aspects of the structure, detail and application of the marking scheme for a particular examination are subject to change from one year to the next without notice.
General Indicators of Quality.
Material presented should be considered under the following criteria:
Focus – To what extent has a candidate answered the question asked?
Ideas – To what extent is higher-order thinking shown, complexity of ideas, originality
of thought?
Development – to what extent has a candidate explored ideas in depth including the use
of supporting material?
Coherence – to what extent has a candidate stayed on task and organised a response
into a well-structured piece of writing, including the use of paragraphing, in a meaningful
way?
Expression – how clear and fluent is the candidate’s language? Is sentencing clear
and coherent - are there grammatical errors?
Register – to what extent is the candidate’s register / tone / level of formal –
informal language used, appropriate to the task?
Creativity – where appropriate to the task, to what extent has the candidate
demonstrated an ability to think and write creatively?
Spelling and written punctuation - How accurate is a candidate’s spelling and use of
written punctuation?
Errors of spelling and written punctuation should not be penalised in excess of ten percent of
the marks assigned to any question awarded 10 marks or more. It may be possible for a
candidate to make a small number of spelling and / or punctuation errors and have no penalty
imposed. Examiners should consider the standard of vocabulary used by a candidate.
Assessment of spelling and written punctuation does not apply in the case of multiple choice
questions or in the case of candidates granted the spelling and written punctuation waiver. Use
the following table to guide your judgement.
Question Value Penalty
40 0 or 1 or 2 or 3 or 4
30 0 or 1 or 2 or3
25 0 or 1 or 2
20 0 or 1 or 2
15 0 or 1
10 0 or 1
1Level of Answering Features of Quality
High A candidate’s response will:
- Sustain focus on question / task being engaged with
- Present ideas that are original, insightful, highly reflective,
showing flair and creativity where appropriate
- Develop ideas in depth and use supporting material accurately
and fluently
- Be very effectively organised and structured in a meaningful
and clear way
- Use and sustain a register appropriate to the task throughout
- Be expressed in a highly effective and fluent manner
demonstrating skilful and ambitious language use
- Spell and use punctuation very accurately.
Middle A candidate’s response will:
- focus on question / task with varying degrees of success -
some lapses – perhaps not fully sustained throughout
- Present thinking that is relevant to the task, demonstrating
some insight and reflection
- Bring some level of development to their ideas and use
relevant supporting material
- Demonstrate an awareness of structure / paragraphing –
perhaps not fully sustained throughout
- Use a register appropriate to the task, perhaps not fully
sustained throughout
- Be expressed in a generally clear and competent manner, with
some lapses
- Demonstrate a good standard of spelling and use of
punctuation – with occasional error.
Low A candidate’s response will:
- Struggle to address the question / task, perhaps showing a lack
of understanding – many lapses – may rely on summary
- Present ideas that are unclear, not relevant to the
task, demonstrating poor insight and reflection
- Offer little development of their ideas and use no or limited
supporting material
- Demonstrate little awareness of structure / paragraphing
giving the work a disorganised / incoherent quality
- Be poorly expressed showing a lack of clarity – frequent lapses
- Spell and use punctuation poorly – with significant error.
2Junior Cycle English Grading
Grades
GRADE RANGE (%)
Distinction ≥90 to 100
Higher Merit ≥75 and 89
Merit ≥55 and 74
Achieved ≥40 and 54
Partially Achieved ≥20 and 39
(not graded) ≥0 and 19
Grade Reckoner
Distinction ≥ 180 to 200
Higher Merit ≥ 150 to 179
Merit ≥ 110 to 149
Achieved ≥ 80 to 109
Partially Achieved ≥ 40 to 79
Not Graded ≥ 0 to 39
Mark Reckoner
Ex Marks Higher Middle Low
40 40 - 36 35 - 22 21 - 0
30 30 - 27 26 - 17 16 - 0
25 25 - 23 22 - 14 13 - 0
20 20 - 18 17 - 11 10 - 0
15 15 - 14 13 - 9 8-0
10 10 - 9 8-5 4-0
3The theme of this examination paper is
Appearance and Reality
Instructions
There are three sections in this examination paper.
Section A Reading and Writing with Competence 55 marks 4 questions
Section B Understanding Characters 65 marks 3 questions
Section C Responding Imaginatively 60 marks 2 questions
Section D The Assessment Task 20 marks 3 questions
The questions do not all carry equal marks. The number of marks for each question is stated at
the top of the question.
When answering on studied material, you must use texts in line with what is prescribed for 2018.
4Section A Reading and Writing with Competence 55 marks
Question 1 15 marks
Based on your reading of the texts on page three:
Explain in your own words why the game Factitious was developed
Give reasons why, in your view, the game is or is not useful to young people today.
Expect candidates to give a clear explanation as to why the game Factitious was developed. This
could include the background to the game’s development, the purpose of the game, how the
game is played etc. A candidate may develop his / her thinking in any of these areas. Candidates
should also analyse the extent to which, the game would be useful to young people today.
Candidates should address both parts of the question though not necessarily equally. Reward
clarity, coherence, development and quality of expression.
Mark by impression Ex 15 15 marks
Indicative content:
The context of the game in today’s world
The background to the development of the game
The purpose of the game
How the game is played
An evaluation of the usefulness of the game
Etc.
Quality of Indicators: Mark
Response Range
Ex 15
High Gives a clear explanation of why the game was 14 - 15
developed, suggests clear reasons as to why the game is
or is not useful to young people today
Develops ideas / thoughts
Uses the text to illustrate ideas
Clear and lively expression
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus / lack of clarity 9 - 13
Limited development
Some use of supporting ideas
Some flaws in expression
Writing organised in some respects
Reasonably good spelling and written punctuation
5Low Struggles to focus, may not appear to understand 0-8
the question
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
Question 2 5 marks
The following words, in bold, appear in the passage printed on page three. In the case of each
word, indicate what that word means, as it is used in the passage, by placing a tick in the
appropriate box. Tick one box only in each case.
(a) Duped
A. Deceived
B. Duplicated
C. Dedicated
(b) Reputable
A. Famous
B. Trustworthy
B. Popular
(c) Preposterous
A. Pompous
B. Sensible
C. Ludicrous
(d) Collaborative
A. A group working together
B. Something believable
B. A boring conversation
6(e) Discern
A. Reject
B. Talk about
C. Distinguish
Question 3 15 marks
Do you think that the writer of this article uses language effectively to convey her views to the
reader? Explain your answer with reference to the article.
Expect candidates to base responses on the written article. Candidates may outline the writer’s
views implicitly or explicitly. Expect candidates to focus on the writer’s use of language and to
analyse the effectiveness and the impact of the writer’s language choices. Candidates may or may
not think that the writer’s use of language is effective. If positing that it is not effective, clear
reasons must be given that still address language use. Reward candidates who demonstrate the
ability to analyse the way language techniques can elicit a response in a reader. Expect candidates
to highlight and explore examples from the passage. Reward good focus, clarity, development,
coherence and quality of expression.
Mark by impression Ex 15 15 marks
Indicative points:
Opening with a children’s song hooks the reader
Use of anecdote
The song evokes a simple view of the world that she further explores effectively
Effective use of triads for emphasis
Effective use of emotive language – elicits sympathetic response
Effective contrast between past and present
She gives the elephants human traits
Use of colloquial language – accessible
Uses alliteration - fluency
Effective use of emotive imagery
Clever use of sentences of varying length
Use of factual information / reference, to give weight to her view
Shows, doesn’t tell – gets her point of view across subtly
Not effective – boring, not enough detail
Etc.
7Quality of Indicators: Mark
Response Range
Ex 15
High Analyses the effectiveness of the writer’s use of language by 14 - 15
exploring the impact of language choices made by the writer
Develops ideas / thoughts
Uses the text to illustrate ideas
Clear and lively expression
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus / lack of clarity – deviates from language 9 - 13
analysis
Limited development
Some use of supporting ideas
Some flaws in expression
Writing organised in some respects
Low Reasonably
Struggles to good
focus,spelling
may not and written
appear to punctuation
understand 0-8
the question
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
Question 4 20 Marks
It is now against the law for circuses in Ireland to use wild animals.
You are participating in a debate on the motion that: ‘The use of all animals in circuses should be
banned and zoos should be closed down.’ You must either agree or disagree with the motion.
State and develop any two points you would make to persuade an audience attending the
debate that your views are correct.
Expect candidates to make two arguments for or against the motion that: ‘The use of all animals in
circuses should be banned and zoos should be closed down.’ They are free to argue on either side
of the motion but they should sustain their argument on the side that they choose. Candidates
are free to focus on the motion in relation to zoos or circuses or both and are not expected to deal
with both areas equally. Reward clarity of ideas and development of argument. Reward
responses that show an awareness of language techniques that strengthen argument and are
persuasive. Reward responses that show an awareness of register and audience.
Mark by impression Ex 20 20 marks
8Indicative points:
Agree
Using any animal for our entertainment is fundamentally cruel
Performing tricks is unnatural
What conditions are animals kept in when circuses are on the road?
A zoo is not a natural environment – even with the best conditions, it is still captivity
Some conditions in zoos are still very poor
People can now experience wild life in the virtual world
Disagree
Zoos are part of a long-standing tradition
The pleasure both give to children
When will children ever get a chance to see wild animals in real life?
Zoo’s conservation policies are critical in protecting threatened species
The animals currently in zoos would never survive in the wild
Etc.
Quality of Indicators: Mark
Response Range
Ex 20
High Clearly states and develops two arguments proposing or 18 - 20
opposing the motion
High quality ideas and observations
Develops ideas / thoughts
Uses illustration effectively
Clear and lively expression / register appropriate to the task
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus 11 - 17
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
Low Struggles to focus, may not appear to understand 0 - 10
the task
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
9Section B Understanding Characters 65 marks
Question 5 40 marks
Choose a novel you have studied. To what extent has your understanding of people and human
behaviour been shaped by reading this novel? Explain your answer with reference to your
chosen text.
Title of novel: _________________________________________________________________
Author: _______________________________________
Expect candidates to nominate a novel from the texts prescribed for study in 2018. Expect
candidates to identify the author. Expect responses to address the issue of what they have
discovered from studying their chosen text, about human nature and how people behave. Expect
candidates to address, explicitly or implicitly, the extent to which studying this text has informed
their views. Candidates are free to offer their own interpretations or viewpoints but they are
expected to support their responses with reference to the texts. Reward clarity, focus, the
development of ideas, structuring, the use of supporting evidence and the overall coherence of
the writing. Candidates may explore many different points or fewer points in greater depth.
Mark by impression Ex 40 40 marks
Indicative material:
Responses will vary depending on the texts chosen
The texts may reveal positive human attributes
The texts may reveal negative human attributes
Response may focus on treatment of others
Responses may focus on important moments or turning points
Responses may reach definitive conclusions
Responses may reach more nuanced conclusions
Etc.
10Quality of Indicators: Mark
Response Range
Ex 40
High Candidate offers a clear, fluent and sustained response 36 - 40
to the task
High quality ideas and observations
Develops ideas / thoughts
Uses illustration effectively
Clear and lively expression / register appropriate to the task
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus 22 - 35
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
Low Struggles to focus, may not appear to understand 0 - 21
the task / lapses into summary
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
Question 6 20 marks
Imagine that one of the following two pictures shows a character from a story that you are
writing. In your story the character is not all that he or she appears to be. Write a descriptive
passage that introduces your character to readers. Choose one picture only.
Expect candidates to write a descriptive passage using one of the pictures provided. Good
responses will demonstrate effective descriptive writing skills and an ability to create character.
Story / plot may or may not be addressed; attempts to turn the piece of writing into a complete
story could detract from the piece however elements of plot could be introduced effectively.
Good responses will give the reader a sense that character is being introduced into a story. A good
response will not be laboured, may be intriguing. Responses should address the idea that the
character is not all that he or she appears to be although it may not be explicit. Reward creativity,
good descriptive writing, fluency, structure and a sense of coherence.
Mark by impression Ex 20 20 marks
11Elements of effective descriptive writing in the context of this task:
Use of imagery
Use of descriptive adjectives / adverbs
Describing their body language and movement
Creating a past for the character
Physical appearance
Creating a convincing inner voice – that may be contrary to outward appearance
Creating mood / tension / intrigue
Creating an appropriate setting
Use of inner dialogue
Writing may be nuanced
Etc.
Quality of Indicators: Mark
Response Range
Ex 20
High Candidate shows impressive descriptive writing skills in 18 - 20
creating character.
Original content / clever ideas
Clear and lively expression / fluency, variety
Writing well organised
Spelling and written punctuation proficient.
Medium Some loss of focus on the task 11 - 17
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
Low Struggles to focus, may not appear to understand 0 - 10
the task
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
12Question 7 5 marks
In each of the following sentences, one of the homophones used is correct and one is incorrect.
In each case circle the one homophone that is correct. Homophones are words that sound the
same but have different meanings. The first example has been completed for you.
(a) Two / too rabbits appeared out of the magician’s hat.
(b) The pupils placed there / their coats on hooks and sat down quietly.
(c) I had to alter / altar my costume before the show.
(d) I was not allowed / aloud to swim in the old quarry.
(e) My brother was so proud, he finally passed his test and got his driver’s licence /
license.
(f) I stood at the end of the pier / peer and watched the sunset.
Section C Responding Imaginatively to Texts 60 marks
Question 8 45 marks
(a) Conflict is at the centre of all drama.
From a prescribed Shakespearean play you have studied, select two moments where there
is conflict. Discuss how this conflict contributes to making these moments dramatic.
Support your response with reference to your chosen moments. (30)
Title of Shakespearean play: ________________________________________________________
Expect candidates to nominate a Shakespearean play from the texts prescribed for study in 2018.
Expect candidates to explore the impact conflict makes in two moments in the prescribed play
they have studied. Allow for a liberal interpretation of ‘conflict’ in that it could refer to physical
action, a dispute between characters, an internal conflict for a character struggling with a
dilemma, or all of the above. Good responses will engage with the word ‘contributes’ and will
explore what the dimension of conflict does to enhance the dramatic qualities of the chosen play.
Candidates are expected to explore two key moments in responding though not necessarily
equally. Reward focused, well-developed, well-supported and well-organised answers. Reward
coherence and evidence that the candidate can sustain a focused response in a lengthier piece of
writing.
Mark by impression Ex 30 30 marks
Indicative points:
Physical conflict created tension and drama
Opening with violent conflict has immediacy
Ending with conflict creates an ominous mood
13 Conflict between heroes and villains adds intrigue
Unexpected / unanticipated conflict adds to the drama
Friendships degenerating into conflict creates poignancy
Characters with inner conflicts to resolve contribute to the drama, adds interest
The conflict between appearance and reality could be explored
Conflict creates suspense / heightens the mood
Moves the plot
Reference to dialogue and conflict therein
Etc.
Quality of Indicators: Mark
Response Range
Ex 30
High Candidate skilfully analyses the ways in which conflict 27 - 30
has a dramatic impact in two moments in their chosen
play
Candidate shows a good awareness of drama and
performance
Original content / clever ideas
Ideas well developed
Clear and lively expression / fluency, variety
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus 17 - 26
Candidate shows some awareness of drama and
performance
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
Low Struggles to focus, may not appear to understand 0 - 16
the task / Drifts into summary
Candidate shows little or no awareness of drama and
performance
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors
14(b) Choose one of the moments of conflict that you discussed in part (a). In your view, was
the conflict that you discussed, resolved satisfactorily in the play? Explain your answer.
(15)
Expect candidates to discuss how the conflict discussed in one of their chosen moments is / is not
resolved. Candidates may argue that it is or is not satisfactorily resolved. A sad ending could be a
satisfactory resolution and vice versa. Reward focused, well-developed, well-supported and well-
organised answers.
Indicative points:
One character triumphs over another
Conflict results in tragedy
Right triumphs over wrong
Wrong triumphs over right
The resolution is only partial
Conflict may be resolved in the moment or at a later point
Etc.
Quality of Indicators: Mark
Response Range
Ex 15
High Candidate skilfully analyses the ways in which the 14 - 15
conflict in one of their chosen moments is resolved
Candidate appreciates the concept of resolution
Original content / clever ideas
Ideas well developed
Clear and lively expression / fluency, variety
Writing well organised
Spelling and written punctuation proficient.
Medium Some loss of focus 9 - 13
Candidate only partially appreciates the concept of resolution
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
15Low Struggles to focus, may not appear to understand 0-8
the task / Drifts into summary
No appreciation of resolution
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
Question 9 15 marks
What aspects of the poem Seeing and Believing would make it suitable for dramatisation?
Explain your answer with reference to the poem.
Expect candidates to explore aspects of the poem that would make it suitable for dramatisation.
Candidates may bring in aspects they have learned from their drama studies. Candidates should
explain the thinking behind their points. Candidates should support their responses with
quotation from the poem. Reward well-focused, well-developed responses with good expression.
Mark by impression Ex 15 15 marks
Indicative points:
Very strong sense of setting – with the other school children’s voices
Use of dialogue
Characterisation – a villain and a hero
Use of dramatic tension – when the teacher bullies the child and encourages the other
children to get involved
Unity of story – resolution
Sense of good triumphing over ‘bad’
Sense of individual overcoming adversity
There is conflict
There are strong visual aspects of the poem
There is rich emotional content
Etc.
16Quality of Indicators: Mark
Response Range
Ex 15
High Candidate analyses aspects of the poem that would 14 - 15
make it suitable for dramatisation
Original content / clever ideas
Ideas well developed
Uses supporting evidence effectively
Clear and lively expression / fluency, variety
Writing well organised
Spelling and written punctuation proficient
Medium Some loss of focus 9 - 13
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Reasonably good spelling and written punctuation
Low Struggles to focus, may not appear to understand 0-8
the task / Drifts into summary
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Many spelling and written punctuation errors.
17Section D The Assessment Task 20 marks
Question 1 2 marks
Give the titles of two texts, from your collection of texts, that you consider to be your best
writing and identify the genre of each text.
Award 1 mark per text named. Allow for a liberal interpretation of ‘genre’. Award 0 if no genre is
suggested. (2 marks)
Question 2 8 marks
Write a response to either (a) or (b).
(a) Explain how two features of the extract you have chosen are typical of its genre.
Expect candidates to identify two features from their transcribed extract and to explain how
these features are typical in the genre they have nominated for the text. Candidates might
not treat the two features equally. As above, allow for a liberal interpretation of genre.
Reward clear observations made by the candidate about their own writing.
Mark by impression Ex 8 (8 marks)
Or
(b) Identify a change you made in the course of writing this text that you think
improved it and explain how it improved it.
Expect candidates to identify a specific change they made to their writing in their chosen text
and to explain why it improved the text. Candidates may refer to aspects of style or content
or both. Reward clear observations made by the candidate about their own writing.
Mark by impression Ex 8 (8 marks)
Quality of Indicators: Mark Range
Response Ex 8
High Candidate adheres to the task and makes meaningful 7-8
observations about their own writing
Clear and lively expression
Writing well organised
Medium Candidate partially maintains a focus on the task 4-6
Some flaws in expression
Writing organised in some respects
Low Candidate shows little understanding of the task 0-3
Many flaws in expression
Writing disorganised
18Section B
N.B. In responding to Section B Candidates may have used prompts from December 2017 or
from April 2018.
Question 3 10 marks
Choose two prompts from the prescribed list. Write a response to each of your chosen
prompts in the spaces provided. You are encouraged to refer to specific texts from your
collection.
Expect candidates to choose two prompts from either the December or the April lists and to
explain how each one applies to their own writing. Reward the level of engagement shown.
Candidates might not refer to texts by title. More successful responses will be evidently
grounded in texts and will make specific reference to text/s. Less accomplished responses may
be vague.
Mark by impression Ex 5 (x 2) using only the marks as outlined in Table 1.
Table 1
Very Good Attempt Reasonable Attempt Poor Attempt Attempt of
No Merit
5 4 2 0
19Appendix 1
Reasonable Accommodation - Modified Scheme
A modified marking scheme is applied to the work submitted by candidates who have been
granted one or a combination of the following reasonable accommodations:
The use of a tape recorder
The use of a scribe
The use of a laptop or PC with the spell-check facility enabled
A waiver for spelling and written punctuation.
For Junior Cycle English this means that errors in spelling and written punctuation are not
penalised.
You should not consider spelling and written punctuation when forming your impression of this
work. You should not underline spelling and written punctuation errors.
For example, there should be no penalty for spelling errors in the following cases:
(a) The bus was purpel.
(b) I was so exited to be visiting New York.
(c) I walked proudly up to the podium to recieve my prize
Or in the case of misused homophones:
(d) The whether forecast is bad for tomorrow.
Or written punctuation errors in cases like the following:
(e) When is the bus coming.
(f) Isnt it cold today.
(g) Seáns new car is fantastic.
General Indicators of Quality (Modified)
Focus – To what extent has a candidate answered the question asked?
Ideas – To what extent is higher-order thinking shown, complexity of ideas, originality
of thought?
Development – to what extent has a candidate explored ideas in depth including the use
of supporting material?
Coherence – to what extent has a candidate stayed on task and organised a response
into a well-structured piece of writing, including the use of paragraphing, in a
meaningful way?
Expression – how clear and fluent is the candidate’s language? Is sentencing clear
and coherent - are there grammatical errors?
Register – to what extent is the candidate’s register/ tone / level of formal –
informal language used, appropriate to the task?
Creativity – where appropriate to the task, to what extent has the candidate
demonstrated an ability to think and write creatively?Question 1
Quality of Indicators: Mark
Response Range
Ex 15
High Gives a clear explanation of why the game was 14 - 15
developed, suggests clear reasons as to why the game is
or is not useful to young people today
Develops ideas / thoughts
Uses the text to illustrate ideas
Clear and lively expression
Writing well organised
Medium Some loss of focus / lack of clarity 9 - 13
Limited development
Some use of supporting ideas
Some flaws in expression
Writing organised in some respects
Low Struggles to focus, may not appear to understand 0-8
the question
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganisedQuestion 3
Quality of Indicators: Mark
Response Range
Ex 15
High Analyses the effectiveness of the writer’s use of language by 14 - 15
exploring the impact of language choices made by the writer
Develops ideas / thoughts
Uses the text to illustrate ideas
Clear and lively expression
Writing well organised
Medium Some loss of focus / lack of clarity – deviates from language 9 - 13
analysis
Limited development
Some use of supporting ideas
Some flaws in expression
Writing organised in some respects
Low Reasonably
Struggles to good
focus,spelling
may not and written
appear to punctuation
understand 0-8
the question
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Question 4
Quality of Indicators: Mark
Response Range
Ex 20
High Clearly states and develops two arguments proposing or 18 - 20
opposing the motion
High quality ideas and observations
Develops ideas / thoughts
Uses illustration effectively
Clear and lively expression / register appropriate to the task
Writing well organisedMedium Some loss of focus 11 - 17
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Low Struggles to focus, may not appear to understand the 0 - 10
task
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Question 5
Quality of Indicators: Mark
Response Range
Ex 40
High Candidate offers a clear, fluent and sustained response 36 - 40
to the task
High quality ideas and observations
Develops ideas / thoughts
Uses illustration effectively
Clear and lively expression / register appropriate to the task
Writing well organised
Medium Some loss of focus 22 - 35
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Low Struggles to focus, may not appear to understand the 0 - 21
task / lapses into summary
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganisedQuestion 6
Quality of Indicators: Mark
Response Range
Ex 20
High Candidate shows impressive descriptive writing skills in 18 - 20
creating character.
Original content / clever ideas
Clear and lively expression / fluency, variety
Writing well organised
Medium Some loss of focus on the task 11 - 17
Some flaws in expression - unconvincing
Writing organised in some respects
Low Struggles to focus, may not appear to understand the 0 - 10
task
Many flaws in expression
Writing disorganised
Question 8 (a)
Quality of Indicators: Mark
Response Range
Ex 30
High Candidate skilfully analyses the ways in which conflict 27 - 30
has a dramatic impact in two moments in their chosen
play
Candidate shows a good awareness of drama and
performance
Original content / clever ideas
Ideas well developed
Clear and lively expression / fluency, variety
Writing well organisedMedium Some loss of focus 17 - 26
Candidate shows some awareness of drama and
performance
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Low Struggles to focus, may not appear to understand 0 - 16
the task / Drifts into summary
Candidate shows little or no awareness of drama and
performance
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
Question 8 (b)
Quality of Indicators: Mark
Response Range
Ex 15
High Candidate skilfully analyses the ways in which the 14 - 15
conflict in one of their chosen moments is resolved
Candidate appreciates the concept of resolution
Original content / clever ideas
Ideas well developed
Clear and lively expression / fluency, variety
Writing well organised
Medium Some loss of focus 9 - 13
Candidate only partially appreciates the concept of resolution
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respectsLow Struggles to focus, may not appear to understand 0-8
the task / Drifts into summary
No appreciation of resolution
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised.
Question 9
Quality of Indicators: Mark
Response Range
Ex 15
High Candidate analyses aspects of the poem that would 14 - 15
make it suitable for dramatization
Original content / clever ideas
Ideas well developed
Uses supporting evidence effectively
Clear and lively expression / fluency, variety
Writing well organised
Medium Some loss of focus 9 - 13
Limited development
Some use of supporting reference
Some flaws in expression - unconvincing
Writing organised in some respects
Low Struggles to focus, may not appear to understand 0-8
the task / Drifts into summary
Ideas undeveloped
Ideas unsupported
Many flaws in expression
Writing disorganised
.Assessment Task D 2
Quality of Indicators: Mark Range
Response Ex 8
High Candidate adheres to the task and makes meaningful 7-8
observations about their own writing
Clear and lively expression
Writing well organised
Medium Candidate partially maintains a focus on the task 4-6
Some flaws in expression
Writing organised in some respects
Low Candidate shows little understanding of the task 0-3
Many flaws in expression
Writing disorganisedAppendix 2 Note in relation to prescription 2018
The prescribed texts for 2018 are outlined in the relevant DES Circular. Any concerns you have in
relation to the validity of texts used by a candidate should be referred to your advising examiner.
When answering a question on studied texts, if a candidate uses a text that is not in line with the
texts prescribed for study in 2018, the candidate’s response should be marked out of the marks
allocated for that question and the result divided by two and rounded down.
e.g. Question 5: 40 marks
Examiner’s initial mark: 29
Divided by two: 14.5
Rounded down, final mark: 14
The initial mark should be placed in square brackets: [29]
The final mark should be circled and written below the initial mark: [29]
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